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̽»¨Ö±²¥UK’s first Master’s degree in the responsible use of artificial intelligence (AI) is being launched by the ̽»¨Ö±²¥ of Cambridge.

Many schools in Ethiopia lack the hygiene facilities and infrastructure to control COVID-19 effectively, as they reopen for the first time after months of disrupted learning, new research indicates.

Development projects that target the education of the world’s very poorest girls also significantly improve other young people’s attainment, according to new research that suggests such initiatives should become a priority for international aid.

Her plans to study the effects of social isolation on adolescents have become particularly pertinent this year. Sarah-Jayne Blakemore is a cognitive neuroscientist who has spoken out about the importance of supporting and empowering young people, not suppressing and blaming them, during the pandemic.

A new Cambridge Partnership for Education will help governments and organisations across the world reimagine public education systems for the future.

Children are more likely to introduce violent themes into their pretend play, such as imaginary fighting or killing, if they are with playmates whom peers consider bad-tempered, new research suggests.

Anna Vignoles, who is Professor of Education at the ̽»¨Ö±²¥, has been appointed as Director of the Leverhulme Trust: one of the largest, all-subject providers of research funding in the UK. She will take up her new post in January, 2021.

Keeping schools open from September should be a Government priority as it manages the COVID-19 pandemic, while closures could have severe social and economic effects that endure for decades, according to a new report.

A comparison of children in Hong Kong, mainland China and the UK has found that British boys’ development of key thinking skills, known as ‘executive functions’, is unusually reliant on their socio-economic status.

Newly-arrived pupils who speak English as an additional language (EAL) often make ‘mixed’ linguistic and academic progress during their first years in British schools, which need a proper framework to give them sustained support, a study suggests.